A Quantitative Study of Secondary Teacher Perspectives on Student Engagement in a One-To-One Environment

Buck, Jason R.

A Quantitative Study of Secondary Teacher Perspectives on Student Engagement in a One-To-One Environment

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This quantitative study focused on teacher perception of student engagement in a one-to-one technology initiative. Missouri teachers working in a district having implemented a one-to-one technology program were surveyed to determine their perception of engagement levels for middle and high school students. Teacher perceptions were analyzed to compare engagement between middle and high school students characterized as at-risk, traditional, and high achieving with data analyzed based on years of service, time since implementation of a one-to-one technology initiative, and teacher self-rated technological proficiency. Independent samples t-test suggest middle school teachers perceive higher engagement levels resulting from a one-to-one technology initiative than high school teachers for all student groups measured. These differences were greatest for traditional students and greater for at-risk students than for high-achieving students. Pearson’s r values identified teacher perceptions of engagement levels were positively correlated with teacher self-rated technological proficiency and negatively correlated with time since implementation of a one-to-one initiative. Teacher years of service was not correlated with perceptions of engagement. Multiple regressions noted that self-rated technological proficiency positively predicted engagement levels for at-risk and traditional students while time since implementation negatively predicted engagement levels for at-risk and traditional students. Teacher years of service was not a predictive variable for perceptions of engagement among any of the student groups.

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